VSA MYP Technology ~ Design Technology (Food and Textiles stream)
Care for the needy
INTRODUCTION
The vulnerable groups, which includes elderly, ethnic minorities, disabled, poor people and
chronically-ill patients, ought to do all they can to overcome their needs every day. However,
they often need the help of others. Nevertheless, the social care services in society are not
sufficient to meet all their needs. We are all required, to the best of our ability, to reach out
with compassionate help to them.
CONCEPT
Address isolation in society
AREA OF INTERACTION
Community and Service
UNIT QUESTION
What can we do to lessen isolation and disconnection of vulnerable groups?
Task A --- Food Technology ---- Cookies Making
You are required to design and make some healthy cookies that meet the need of target group and
design specifications for a fund-raising activity. The cakes would be sold and the profit would be
donated to the minority groups in Hong Kong. You may also show your love and care to the needy
through the home-made cookies.
Materials
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Basic baking ingredients, e.g. flour, butter, sugar, baking powder and so on
Basic baking equipment, e.g. oven, baking tray, cake tin, muffin tin and so on
Basic mixing equipment, e.g. electric egg beater, wooden spoon, fork, mixing bowls and so on
Basic measuring equipment, e.g. scale, measuring jug and measuring spoons
Basic cutting equipment, e.g. Cook’s knife, vegetable knife, chopper, chopping board.
Y8 Care for the needs
Prepared by Catherine Cheung 2011
VSA MYP Technology ~ Design Technology (Food and Textiles stream)
INVESTIGATE:
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Write an introduction. (state the problem and show your understanding about the topic and deign
cycle )
Brainstorm ideas in mind map.
Define the particular areas to start research process. Here are some guided
1) What are the kinds of vulnerable groups?
2) What are characteristics of the specific vulnerable group?
3) How do we make cookies?
4) What are the necessary requirements when designing the cookies for this group of people?
5) What non-communicable diseases / health problems do the minorities have? ... and so on)
Select the appropriate methods in collecting information. (Web searches? Questionnaires?
Survey? Interview? Newspaper searches? …… and any methods?)
Write a design brief which describes what you are going to do. (Who will be the end-user?
Function of the cookies? ......)
Write a list of design specifications that guide the design of the cookies (at least 6 points).
Design tests to evaluate the effectiveness and suitability of the cookies against design
specification.
DESIGN
 Design at least 2 design ideas that meet your proposed design specification.
 Evaluate each design ideas against the design specification (good points and not so good
points).
 Select ONE design or modify the designs as the final one and give justification for the final
design idea. Draw this into scale, or full size, and show dimensions and other details.
PLAN:
 Show or describe how you are going to create your project and the steps that you will use.
 Complete a time line showing the predicted stages of your project.
 Evaluate your plan and foresee any difficulties and problems from the limited resources. (i.e. time,
materials, tools and equipments, techniques and skills.
CREATE:
 Execute your final design with appropriate materials, techniques and equipment.
 Follow the plan to produce the cookies.
 Complete a dated process journal of the steps and processes you used.
EVALUATE AND ATTITUDES IN TECHNOLOGY:
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How you coped with the design and production process at each stage of the design cycle.
How effective of your finished solution is – critically analyze it, how does it relate to the
specifications? – list any faults and suggest ways of improving it.
How well did you apply yourself to the task – did you use your time well – demonstrate organized
work habits – collaborate with others?
How do you react on the Areas of Interaction and significant concept?
Y8 Care for the needs
Prepared by Catherine Cheung 2011
VSA Technology ~ Y8 Food Technology – example of rubric with updated MYP Year 3 descriptors
Assessment Rubric
0
1
,
2
3
,
4
5
,
6
Investigate (6)
Design (6)
Plan (6)
Create (6)
Evaluate (6)
Attitude in technology (6)
1. Students can identify the
problem to be solved and
consider the problem within a
wider context to develop or adapt a
design brief.
2. Students should identify, collect
and select appropriate sources of
information and with suitable
acknowledgment.
3. Students can formulate a design
specification and list the
requirements that are to be met by
the product/solution.
4. Students can determine the
success of the solution by a
simple test/s.
1. Students can
create designs
and communicate
them using different
forms and
conventions.
2. Students can
compare the
designs against
the design
specifications
3. Students can
select one design
over the others
1. Students can
describe the steps
needed to create the
product/solution.
2. Students can
construct a plan to
create that makes
effective use of
resources and time.
3. Students can
consider the
effectiveness of the
plan and make
suitable modifications.
1. Students can use appropriate
techniques and equipment
and also ensure a safe
working environment for
themselves and others.
2. Students understand the
importance of plans and follow
the plan to produce their
solutions.
3. Students can monitor their
progress and revisit the plan to
make change if necessary.
4. Students can create a
product/solution of
appropriate quality.
1. Students can carry out units of
work in technology using
materials and techniques
safely and responsibly
2. Students can work effectively
as members of a team,
collaborating, acknowledging
and supporting the views of
others
3. Students can provide
evidence of personal
engagement with the subject
(motivation, independence,
general positive attitude) when
working in technology
 minimal research and analysis
have been done
minimal work done
little evidence of
planning
minimal work done
Students can evaluate the product/solution:
1. Carry out or follow tests to compare with the
design specification.
2. Consider the success based on testing,
their own views and the views of intended
users.
3. Consider the impact on individuals and /or
on society.
4. Explain how their product/solution could be
improved.
Students can evaluate their use of the design
cycle:
1. Reflect on their performance at each
stage of the cycle.
2. Identify and describe the parts they found
easy and the parts that proved difficult and
suggest ways in which their performance
could be improved.
minimal work done
 The student states the problem
in the introduction.
 The student investigates the
problem, collecting some
information from sources.
 The student provides some
evidence of a brief &
specification.
some design work
that is relevant to task
and relates to the
specification
some attempt to
produce a logical
sequence of stages to
produce their solution
some evidence of producing a
process journal with
consideration of laboratory safety
 Some attempt to evaluate the solution
against design specifications
 Some attempt to evaluate their own
performance on task
The student occasionally
displays a satisfactory standard in
one of the aspects listed above
 The student clear identifies the
task and mentions the relevance
in the introduction.
 The student investigates the
problem, selecting, organizing
and analyzing information and
citing of sources.
 The student writes a clear
design brief and specification.
 The student devises a test to
evaluate their product.
 A few design
ideas shown with
appropriate
analysis
 final design has
been justified ideas have been
evaluated
against
specification
clearly
 a logical sequence
of stages to
produce their
solution is evident
identifying
resources, tools
and technologies
to be used;
 an accurate time
line is provided
 followed the plan, modified as
required, to create an
appropriate product
 production steps are clearly
detailed and illustrated in
process journal
 A clear evaluation of solution against
design specifications, own views and their
testing method
 Evaluates their own performance and
their use of the design cycle
 Has suggested ways to improve their
product, processes and own performance
on task
The student frequently displays a
satisfactory standard in both of
the aspects listed above.
 The student well understands
and concerns the problem for
life, society and / or the
environment and explains
clearly. Also, the student should
discuss the relevance.
 The student critically
investigates the problem
 A few design
ideas shown that
have been
analyzed and
evaluated
against design
specification
clearly
 a detailed and
logical sequence of
stages to produce
their solution is
evident identifying
resources, tools
and technologies
to be used;
 followed the plan with
appropriate modifications to
create a product of excellent
quality
 all stages of production are
clearly detailed and
illustrated in a well
presented process journal
 Carry out or follow product tests and
report the results in details
 Objectively evaluates the success of the
product base on testing, your own views
and the views of the intended users
 Consider and explain in details the impact
of the product on individuals and /or on
society.
The student consistently displays
a satisfactory standard in both of
the aspects listed above.
Technology Aug 2009
VSA Technology ~ Y8 Food Technology – example of rubric with updated MYP Year 3 descriptors
 The student should have
excellent analytical skills to
evaluate a board range of wellorganized and appropriate
information.
 The student is able to write a
suitable acknowledgement of
sources
 The student can write a clear
design brief and detailed
specification that must be met
by the product.
 The student has designed some
tests to evaluate their product
against design specification.
 final design has
been justified ideas have been
evaluated
against
specification
comprehensively
MYP 1
MYP 2
0-5
6-9
below expectations
 time line is detailed
and accurate
 the plans
effectiveness has
been evaluated and
modified
MYP 3
10-15
needs to improve
 Explain how the product could be
improved
 Critically reflect on the performance at
each stage of the design cycle.
 Identify and describe the parts that proved
difficult and suggest detailed ways in
which their performance could be
improved
MYP 4
16-21
satisfactory
MYP 5
MYP 6
22-26
27-31
making good progress
MYP 7
32-36
excellent
Technology Aug 2009